ABSTRACT
Shula is a teacher educator who participated in our professional learning community. In the first year she tried some of the methods that were explored in the group. She had a strong belief that thinking education is crucial for future educators: “I think that this is important especially for them as teachers. . . . I get frustrated because I feel that the students are not used to thinking.” Collegial expectations catalyzed her early implementation: “The group experience made me think: go try it out. . . . I felt peer pressure to do something.”
